In this course we pursue time-honored questions of Truth and Justice by focusing on historical episodes involving 'science and law'. A pivotal concern is evidence, specifically, how and why 'claims to knowledge' about Nature and the Past (Science and History) often conflict. The purpose of the case studies is to provide working examples from science, law, medicine, and history that help us think critically about how argument and evidence are presented and represented (in theory and practice) and how 'expert knowledge' and 'popular attitudes' have changed over the last four centuries. Beginning with 16th-century notions of identity and property in the 'Return of Martin Guerre' (involving fact, fraud, fiction) case studies then focus on witchcraft at Loudun and at Salem (involving questions of nature - knowledge - history, identity - possession); on murder and mental derangement in the famous Foucault study of Riviere (involving parricide and mental competence, interpreting actions and texts); and finally, in a more recent case, the Scopes Monkey Trial, where popular culture and media played a role in what is often viewed as a contest between religion and science. General themes of the course include argument and evidence, fact and theory, explanation and interpretation, witnessing and testimony, identity and possession, competence and expertise, actions and events, and not least, intentions and causes. The principal assumption of the course is that something dramatic began to appear in Western Culture during the Early Modern Period, something that re-defined our human connections -- to the world, to the past, and to each other. That something, however frail and puny in the face of Truth and Justice, included rational argument and empirical evidence, both accompanied, no doubt, by continuing traditions of deep ethical contradiction and decided differences in social interest.

We have two objectives. First, to identify critical issues (involving specific writings, activities, and practices) in the context of early modern life as identified in primary readings and research. Second, and perhaps equally challenging, we examine the assumptions and interpretations surrounding the treatment of these issues by recent historians. Our goal is to situate a clearly defined textual problem in broader (and sometimes conflicting) interpretive contexts.  Our aim is to understand how it happens that widely opposing interpretations are often presented and heatedly defended by different historical schools and traditions. The ideal problem for your Last Essay is a clearly identified and widely acknowledged problem that has evoked the most varied and perhaps opposing interpretations. Put differently, the kind of question that defines this course is how and why historians (scientists, attorneys, physicians) sometimes use the 'same' evidence to interpret the 'same thing' but draw conclusions that clearly contradict the conclusions of others. How do we interpreted 'scientific' and 'legal' and 'historical' facts? That these dilemmas double under our historic gaze compounds the problem of 'matters of fact'. We pursue these and similar interpretive issues throughout the semester. 

To that end, Honors students will participate in a seminar style class. Please note, there will be a significant amount of reading as well as weekly written critiques, seminar discussion of the readings, and finally, each participant will write and defend a critical essay. This essay will focus on clearly defined issues {e.g., fact, truth, evidence, explanation, interpretation; theory, practice} discussed in seminar but brought to focus through through individual research. The objective of the essay is to test the relation between these issues and at least two relevant, possibly conflicting, historiographic schools or genres. Full particulars of the essay--notably the relation between specific texts and more general historiographic interpretations--will be provided and discussed in class. 

In addition to the critical essay, participants are expected to take an active part in Seminar discussions and to present their preliminary research to a critical audience. Each of these requirements is built into the Seminar schedule. Please note that attendance is mandatory, participation essential. If students are interested in additional optional work, notably special projects related to the Science - Evidence - Law, please discuss your interest with the instructor early in the semester. Office hours for Professor Hatch are Wednesday 4.00-7.00pm and by appointment, 226 Keene-Flint Hall. Students are urged to take full advantage of Office Hours for consultation and discussion. Telephone: 392-0271 (24h machine); E-mail: ufhatch@ufl.edu . 

Finally, please note there are major sections of my WebSite devoted to this course.  Students are required to visit appropriate sections as well as those dealing with Reading, Writing, and other issues (for example, Taking Notes on Readings and from Lectures).  These sections supply teaching and research resources (bibliography, secondary readings, WebLinks, and SearchLinks). Importantly, the WebSite is accessible 24 hours a day, 7 days a week.  The WebSite is located at:  http://www.clas.ufl.edu/users/rhatch/pages .  Suggestions for the WebSite are welcome.